TEKS/TAKS Correlation Guide - Region 13 Correlation Guide Version 2 TAKS Tested Grades, 3 ......

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Version 2

TAKS Tested Grades, 3 - 11

Index English Language Arts …………………….…………….. 1- 16 Grade 3…………………………………1 Grade 4…………………………………2-4 Grade 5…………………………………5 Grade 6…………………………………6 Grade 7…………………………………7-9 Grade 8…………………………………10 Grade 9…………………………………11-12 Grade 10………………………………..13-14 Grade 11…………………………..……15-16 Mathematics……………………..……………………….. 17 - 38 Grade 3…………………………………17-18 Grade 4…………………………………19-20 Grade 5…………………………………21-22 Grade 6…………………………………23-24 Grade 7…………………………………25-26 Grade 8…………………………………27-28 Grade 9…………………………………29-31 Grade 10………………………………..32-34 Grade 11………………………………..35-38 Science……………………..……..………………………..39 - 45

Grade 5………………..……………..…39-41 Grade 10……………………………..…42-43 Grade 11………………………………..44-45

Social Studies……………………..………………………..46 - 57 Grade 8………………..………………..46-49 Grade 10………………………………..50-52 Grade 11………………………………..53-57

3.5D use root words and other structural cues such as prefixes, suffixes and derivational endings to recognize words(3)

3.5E use knowledge of words order (syntax) and context to support word identification and confirm word meaning (1-3)

3.7B read from a variety of genres for pleasure and to acquire information from both print and electronic sources (2-3) and

3.8C use resources and references such as beginners, dictionaries, glossaries, available technology, and context to build word meanings and to confirm pronunciations of words (2-3) and

3.8D demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for example, by sorting, classifying and identifying related words.) (3)

3.9C retell or act out the order of important events in stories (K-3) 3.9H produce summaries of text selections (2-3) 3.11H analyze characters, including their traits, feelings, relationships, and changes 3.11I identify the importance of the setting to a story's meaning (1-3) and 3.11J recognize the story problem (s) or plot (1-3) 3.9C retell or act out the order of important events in stories (K-3) 3.9I represent text information in different ways, including story maps, graph, and charts3.11A distinguished different forms of texts, including lists, newsletters, and signs and the functions they

serve (K-3) 3.11C recognize the distinguishing features of familiar genres, including stories, poems, and informational

texts (1-3) 3.9F make and explain inferences from texts such as determining important ideas, causes and effects,

making predictions, and drawing conclusions (1-3) 3.9J distinguish fact from opinion in various texts including news stories and advertisements (3) 3.10C support interpretations or conclusions with examples drawn from text (2-3) and

Grade 3 Reading

3.1A-F, 3.2A-B, 3.3A-E, 3.4A-C, 3.5A-C, 3.5F, 3.6A-E, 3.7A, 3.7C, 3.8A-B, 3.9A-B, 3.9D-E, 3.9G, 3.9K, 3.10A-B, 3.10D, 3.11B,3.11D-G, 3.12A-J, 3.13A-B, 3.14A-D, 3.15A-B, 3.16A-H, 3.17A-E, 3.18A-F, 3.19A-E, 3.20A-D

The student will use a variety of strategies to analyze culturally diverse written texts.

4 The student will apply critical thinking skills to analyze culturally diverse written texts.

TEKS not included on grade level TAKS

TAKS Objective Student Expectation

English Language Arts

1 The student will demonstrate a basic understanding of culturally diverse written texts.

2 The student will apply knowledge of literary elements to understand culturally diverse written texts.

3

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4.9B draw on experiences to bring meanings to words in context such as interpreting figurative language and multiple-meaning words

4.9D determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, un-, (4-8) and

4.10F determine a text's main (or major) ideas and how those ideas are supported with details (4-8) 4.10G paraphrase and summarize a text to recall, inform, and organize ideas 4.12H analyze characters including their traits motivations, conflicts, points of view, relationships, and

changes they undergo. 4.12I recognize and analyze story plot, setting and problem resolution (4-8)

4.10E use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8)

4.10I find similarities and differences across texts such as in treatment, scope or organizations (4-8)

4.10L represent text information in different ways such as in outline, timeline, or graphic organizer (4-8)

4.12A judge the internal consistency or logic of stories and texts such as "Would this character do this?" "Does this make sense here?" (4-5)

4.12C identify the purposes of different types of texts such as to inform, influence, express, or entertain

4.12E compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variant

4.12J describe how the author's perspective or point of view affects the text 4.10H draw inferences such as conclusions or generalizations and support them with text evidence and

experience. (4-8) 4.10J distinguish fact and opinion in various texts 4.11C support responses by referring to relevant aspects of text and his/her own experiences. (4-8) 4.11D connect, compare, and contrast ideas, themes, and issues across text (4-8) 4.12B recognize that authors organize information in specific ways

Grade 4 Reading

3 The student will use a variety of strategies to analyze culturally diverse written texts.




2


4.15A write to express, discover, record, develop, reflect on ideas and to problem solve (4-8) 4.15C write to inform such as to explain, describe, report, and narrate (4-8) 4.15D write to entertain such as to compose humorous poems or short stories (4-8) 4.15E exhibit an identifiable voice in personal narratives and in stories (4-5)4.16A write legibly by selecting cursive or manuscript as appropriate (4-8) and 4.19C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8) 4.19D revise drafts for coherence, progression, and logical support of ideas (4-8)4.16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using

possessives, commas in a series, commas in direct address and sentence punctuation (4-5)

4.17A write with accurate spelling of syllable constructions, including closed, open, consonant before -le and syllable boundary patterns (3-6)

4.17B write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less and prefixes such as re-or un- (4-6)

4.17D spell accurately in final drafts (4-8)4.18A use regular and irregular plurals correctly (4-6) 4.18B write in complete sentences, varying the types such as compound and complex to match meanings

and purposes (4-5) 4.18C employ standard English usage in writing for audiences, including subject-verb agreement pronoun

referents, and parts of speech (4-8) 4.18D use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid

or precise (4-8) 4.18E use prepositional phrases to elaborate written ideas (4-8)4.18F use conjunctions to connect ideas meaningfully (4-5) 4.18G write with increasing accuracy when using apostrophes in contractions such as it’s and possessives

such as Jan’s (4-8) 4.18H write with increasing accuracy when using objective case pronouns such as “Dan cooked for you

and me.” (4-5)4.19E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and

appropriate word choice (4-8) 4.19H proofread his/her own writing and that of others (4-8) and

Grade 4 Writing1 The student will, within a given

context, produce an effective composition for a specific purpose.

2 The student will produce a piece of writing that demonstrates a command of the conventions ofspelling, capitalization, punctuation, grammar, usage, and sentence structure.

3

TAKS Objective Student Expectation4.19C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8)

4.19D revise drafts for coherence, progression, and logical support of ideas (4-8)

4.18B write in complete sentences, varying the types such as compound and complex to match meanings and purposes (4-5)

4.18E use prepositional phrases to elaborate written ideas (4-8)4.18F use conjunctions to connect ideas meaningfully (4-5) 4.19E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and

appropriate word choice (4-8) 4.18C employ standard English usage in writing for audiences, including subject-verb agreement pronoun

referents, and parts of speech (4-8) 4.18D use adjectives (comparative and superlative forms) and adverbs appropriately to make writing vivid

or precise (4-8) 4.18H write with increasing accuracy when using objective case pronouns such as “Dan cooked for you

and me.” (4-5)4.19E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and

appropriate word choice (4-8) 4.19H proofread his/her own writing and that of others (4-8) and 4.16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using

possessives, commas in a series, commas in direct address and sentence punctuation (4-5)

4.17A write with accurate spelling of syllable constructions, including closed, open, consonant before -le and syllable boundary patterns (3-6)

4.17B write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less and prefixes such as re-or un- (4-6)

4.17D spell accurately in final drafts (4-8)4.18G write with increasing accuracy when using apostrophes in contractions such as it’s and possessives

such as Jan’s (4-8) 4.19H proofread his/her own writing and that of others (4-8)

TEKS not included on grade level TAKS4.1A-C, 4.2A-D, 4.3A-C, 4.4A-C, 4.5A-F, 4.6A-C, 4.7A-F, 4.8A-C, 4.9A, 4.9C, 4.9E, 4.10A-D, 4.10K, 4.11A-B, 4.12D,4.12F-G, 4.13A-H, 4.14A-C, 4.15B, 4.15F, 4.17D, 4.20A-E, 4.21A-F, 4.22A-B, 4.23A-C, 4.24A-B, 4.25A-B

3 The student will recognize appropriate organization of ideas in written text.

4 The student will recognize correct and effective sentence construction in written text.

5 The student will recognize standard usage and appropriate word choice in written text.

6 The student will proofread for correct punctuation, capitalization, and spelling in written text.

4


5.9B draw on experiences to bring meanings to words In context such as interpreting figurative language and multiple-meaning words

5.9D determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, un-, (4-8) and

5.10F determine a texts main or major ideas and how those ideas are supported with details (4-8) 5.10G paraphrase and summarize a text to recall, inform, and organize ideas 5.12H analyze characters including their traits, motivations, conflicts, points of view, relationships, and

changes they undergo. 5.12I recognize and analyze story plot, setting and problem resolution (4-8)

5.10E use the texts structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8)

5.10I find similarities and differences across texts such as in treatment, scope or organizations (4-8)

5.10L represent text information in different ways such as in outline, timeline, or graphic organizer (4-8)

5.12A judge the internal consistency or logic of stories and texts such as "Would this character do this?" "Does this make sense here?" (4-5)

5.12C identify the purposes of different types of texts such as to inform, influence, express, or entertain

5.12E compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variant

5.12J describe how the authors perspective or point of view affects the text 5.10H draw inferences such as conclusions or generalizations and support them with text evidence and

experience. (4-8) 5.10J distinguish fact and opinion in various texts 5.11C support responses by referring to relevant aspects of text and his/her own experiences. (4-8) 5.11D connect, compare, and contrast ideas, themes, and issues across text (4-8) 5.12B recognize that authors organize information in specific ways

Grade 5 Reading


TEKS not included on grade level TAKS5.1A-C, 5.2A-D, 5.3A-C, 5.4A-C, 5.5A-F, 5.6A-C, 5.7A-F, 5.8A-C, 5.9A, 5.9C, 5.9E, 5.10A-D, 5.10K, 5.11A-B, 5.12D, 5.12F-G, 5.13A-H, 5.14A-C, 5.15A-G, 5.16A-B, 5.17A-D, 5.18A-H, 5.19A-I, 5.20A-E, 5.21A-F, 5.22A-B, 5.23A-C, 5.24A-B, 5.25A-B




5


6.9B draw on experiences to bring meanings to words in context such as interpreting idioms, multiple-meaning words, and analogies (6-8);

6.9D determine meanings of derivatives by applying knowledge of the meanings of root words such as like, pay, or happy and affixes such as dis-, pre-, or un- (4-8);

6.9F distinguish denotative and connotative meanings (6-8); and 6.10F determine a texts main (or major) ideas and how those ideas are supported with details6.10G paraphrase and summarize to recall, inform, or organize ideas. (4-8); 6.12F analyze characters, including their traits, motivations, conflicts, points of view, relationships, and

changes they undergo (4-8); 6.12G recognize and analyze story plot, setting, and problem resolution (4-8); 6.12J recognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8); and

6.10E use the texts structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);

6.10I find similarities and differences across texts such as in treatment, scope, or organization (4-8);

6.10L represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and

6.12A identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);

6.12C compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8);

6.12H describe how the authors perspective or point of view affects the text (4-8); 6.10H draw inferences such as conclusions or generalizations and support them with text evidence and

experience (4-8); 6.10J distinguish fact and opinion in various texts (4-8); 6.11C support responses by referring to relevant aspects of text and his/her own experiences (4-8); and

6.11D connect, compare, and contrast ideas, themes, and issues across text (4-8). 6.12I analyze ways authors organize and present ideas such as through cause/effect, compare/contrast,

inductively, deductively, or chronologically (6-8); 6.12K recognize how style, tone, and mood contribute to the effect of the text (6-8).

Grade 6 Reading

TEKS not included on grade level TAKS6.1A-D, 6.2A-F, 6.3A-C, 6.4A-C, 6.5A-F, 6.6A-C, 6.7A-F, 6.8A-D, 6.9A, 6.9C, 6.9E, 6.9G, 6.10A-D, 6.10K, 6.10M, 6.11A-B, 6.12B, 6.12D-E, 6.13A-I, 6.14A-C, 6.15A-H, 6.16A-G, 6.17A-I, 6.18A-I, 6.19A-E, 6.20A-G, 6.21A-B, 6.22A-C, 6.23A-D, 6.24A-C





6


7.6B use structural analysis to identify words, including knowledge of Greek and Latin roots and prefixes/suffixes (7-8); and

7.9B draw on experiences to bring meanings to words in context such as interpreting figurative language idioms, multiple-meaning words, and analogies (6-8);


7.9F distinguish denotative and connotative meanings (6-8); and 7.10F determine a texts main or major ideas and how those ideas are supported with details7.10G paraphrase and summarize to recall, inform, or organize ideas. (4-8); 7.12F analyze characters, including their traits, motivations, conflicts, points of view, relationships, and


7.10E use the texts structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);

7.10I find similarities and differences across texts such as in treatment, scope, or organization (4-8);

7.10L represent text information in different ways such as in outline, timeline, or graphic organizer (4-8); and

7.12A identify the purposes of different types of texts such as to inform, influence, express, or entertain (4-8);

7.12C compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8);

7.12H describe how the authors perspective or point of view affects the text (4-8); 7.10H draw inferences such as conclusions or generalizations and support them with text evidence and

experience (4-8); 7.10J distinguish fact and opinion in various texts (4-8); 7.11C support responses by referring to relevant aspects of text and his/her own experiences (4-8); and

7.11D connect, compare, and contrast ideas, themes, and issues across text (4-8). 7.12I analyze ways authors organize and present ideas such as through cause/effect, compare/contrast,

inductively, deductively, or chronologically (6-8); 7.12K recognize how style, tone, and mood contribute to the effect of the text (6-8).

Grade 7 Reading





7


7.15A write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8); 7.15B write to influence such as to persuade, argue, and request (4-8); 7.15C write to inform such as to explain, describe, report, and narrate (4-8); 7.15D write to entertain such as to compose humorous poems or short stories (4-8); 7.15E select and use voice and style appropriate to audience and purpose (6-8) 7.15G use literary devices effectively such as suspense, dialogue, and figurative language7.15H produce cohesive and coherent written texts by organizing ideas, using effective transitions, and

choosing precise wording (6-8). 7.16A write legibly by selecting cursive or manuscript as appropriate (4-8); 7.18C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text7.18D revise drafts for coherence, progression, and logical support of ideas (4-8); 7.16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using

hyphens, semicolons, colons, possessives, and sentence punctuation7.16C spell derivatives correctly by applying the spellings of bases and affixes (7-8); 7.16D spell frequently misspelled words correctly such as their, they're, and there (7-8); 7.16E use resources to find correct spellings (4-8); 7.16F spell accurately in final drafts (4-8); and 7.17A write in complete sentences, varying the types such as compound and complex sentences, and use

appropriately punctuated independent and dependent clauses7.17B use conjunctions to connect ideas meaningfully (4-8); 7.17C employ standard English usage in writing for audiences, including subject-verb agreement, pronoun

referents, and parts of speech (4-8); 7.17D use adjectives (comparatives and superlative forms) and adverbs appropriately to make writing vivid

or precise (4-8); 7.17E use prepositional phrases to elaborate written ideas (4-8) 7.17F use verb tenses appropriately and consistently such as present, past, future, perfect, and

progressive (6-8); 7.17G write with increasing accuracy when using apostrophes in contractions such as wont and

possessives such as Smiths (4-8); and 7.17H write with increasing accuracy when using pronoun case such as "She had the party." (6-8). 7.18E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and

appropriate word choice (4-8); 7.18H proofread his/her own writing and that of others (4-8); and

Grade 7 Writing

2 The student will produce a piece of writing that demonstrates a command of the conventions ofspelling, capitalization, punctuation, grammar, usage, and sentence structure.

1 The student will, within a given context, produce an effective composition for a specific purpose.

8

TAKS Objective Student Expectation7.18C revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8);

7.18D revise drafts for coherence, progression, and logical support of ideas (4-8);

7.17A write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses (7-8);

7.17B use conjunctions to connect ideas meaningfully (4-8); 7.17C employ standard English usage in writing for audiences, including subject-verb agreement, pronoun

referents, and parts of speech (4-8); 7.17E use prepositional phrases to elaborate written ideas (4-8) 7.18E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and

appropriate word choice (4-8); 7.17C employ standard English usage in writing for audiences, including subject-verb agreement, pronoun

referents, and parts of speech (4-8); 7.17D use adjectives (comparatives and superlative forms) and adverbs appropriately to make writing vivid

or precise (4-8); 7.17F use verb tenses appropriately and consistently such as present, past, future, perfect, and

progressive (6-8); 7.17H write with increasing accuracy when using pronoun case such as "She had the party." (6-8). 7.18E edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and

appropriate word choice (4-8); 7.18H proofread his/her own writing and that of others (4-8); and 7.16B capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using

hyphens, semicolons, colons, possessives, and sentence punctuation (6-8); 7.16C spell derivatives correctly by applying the spellings of bases and affixes (7-8); 7.16D spell frequently misspelled words correctly such as their, they're, and there (7-8); 7.16F spell accurately in final drafts (4-8); and 7.17G write with increasing accuracy when using apostrophes in contractions such as wont and

possessives such as Smiths (4-8); and 7.18H proofread his/her own writing and that of others (4-8); and

6 The student will proofread for correct punctuation, capitalization, and spelling in written text.

TEKS not included on grade level TAKS7.1A-D, 7.2A-F, 7.3A-C, 7.4A-C, 7.5A-F, 7.6A, 7.6C, 7.7A-E, 7.8A-D, 7.9A, 7.9C, 7.9E, 7.9G, 7.10A-D, 7.10K, 7.10M, 7.11A-B, 7.12B, 7.12D-E, 7.13A-I, 7.14A-C,7.15F, 7.16G, 7.18A-B, 7.18F-G, 7.18I, 7.19A-E, 7.20A-G, 7.21A-C, 7.22A-C, 7.23A-D, 7.24A-C

4 The student will recognize correct and effective sentence construction in written text.

5 The student will recognize standard usage and appropriate word choice in written text.

3 The student will recognize appropriate organization of ideas in written text.

9


8.6B use structural analysis to identify words, including knowledge of Greek and Latin roots and prefixes/suffixes (7-8)

8.9B draw on experiences to bring meanings to words in context such as interpreting idioms, multiple-meaning words, and analogies (6-8);


8.9F distinguish denotative and connotative meanings (6-8); and 8.10F determine a text's main (or major) ideas and how those ideas are supported with details (4-8) 8.10G paraphrase and summarize to recall, inform, or organize ideas. 8.12F analyze characters, including their traits, motivations, conflicts, points of view, relationships, and


8.10E use the text’s structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8)

8.10I find similarities and differences across texts such as in treatment, scope, or organization8.10L represent text information in different ways such as in outline, timeline, or graphic organizer (4-8)

and8.12A identify the purposes of different types of texts such as to inform, influence, express, or entertain

(4-8) 8.12C compare communication in different forms such as contrasting a dramatic performance with a print

version of the same story or comparing story variants (2-8) 8.12H describe how the author’s perspective or point of view affects the text (4-8) 8.10H draw inferences such as conclusions or generalizations and support them with text evidence and

experience (4-8) 8.10J distinguish fact and opinion in various texts (4-8) 8.11C support responses by referring to relevant aspects of text and his/her own experiences8.11D connect, compare, and contrast ideas, themes, and issues across text (4-8).8.12I analyze ways authors organize and present ideas such as through cause/effect, compare/contrast,

inductively, deductively, or chronologically (6-8) 8.12K recognize how style, tone, and mood contribute to the effect of the text (6-8).

Grade 8 Reading

TEKS not included on grade level TAKS8.1A-D, 8.2A-F, 8.3A-C, 8.4A-C, 8.5A-F, 8.6A, 8.6C, 8.7A-E, 8.8A-D, 8.9A, 8.9C, 8.9E, 8.9G, 8.10A-D, 8.10K, 8.10M, 8.11A-B, 8.12B, 8.12D-E, 8.13A-I, 8.14A-C, 8.15A-H, 8.16A-G, 8.17A-H, 8.18A-I, 8.19A-E, 8.20A-G, 8.21A-C, 8.22A-C, 8.23A-D, 8.24A-C





10


9.6B rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary

9.6C apply meanings of prefixes, roots, and suffixes in order to comprehend 9.6E use reference material such as glossary, dictionary, thesaurus, and available technology to

determine precise meanings and usage 9.6F identify the relation of word meanings in analogies, homonyms, synonyms/antonyms, and

connotation/denotation.9.7F identify main ideas and 9.7G summarize texts 9.8B read in such varied sources as diaries, journals, textbooks, maps, newspapers, letters, speeches,

memoranda, electronic texts, and other media 9.10B use elements of text to defend his/her own responses and interpretations and9.11A recognize the theme (general observation about life or human nature) within a text 9.11B analyze the relevance of setting and time frame to text’s meaning 9.11C analyze characters and identify time and point of view 9.11D identify basic conflicts 9.11E analyze the development of plot in narrative text 9.11F recognize and interpret important symbols 9.11G recognize and interpret poetic elements like metaphor, simile, personification, and the effect of

sound on meaning and9.11H understand literary forms and terms such as author, drama, biography, autobiography, myth, tall

tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

2 The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts.


Grade 9 Reading

11

TAKS Objective Student Expectation9.7E analyze text structures such as compare and contrast, cause and effect, and chronological ordering

9.7H draw inferences such as conclusions, generalizations, and predictions and support them from text

9.8D interpret the possible influences of the historical context on a literary work.9.10B use elements of text to defend his/her own responses and interpretations and9.12A analyze characteristics of text, including its structure, word choices, and intended audience 9.12B evaluate the credibility of information sources and determine the writer’s motives 9.12C analyze text to evaluate the logical argument and to determine the mode of reasoning used such as

induction and deduction and9.12D analyze texts such as editorials, documentaries, and advertisements for bias and use of common

persuasive techniques.9.19B analyze relationships, ideas, and cultures as represented in various media and9.19C distinguish the purposes of various media forms such as informative texts, entertaining texts, and

advertisements.9.20B deconstruct media to get the main idea of the message’s content 9.20C evaluate and critique the persuasive techniques of media messages such as glittering generalities,

logical fallacies, and symbols

TEKS not included on grade level TAKS9.1A-C, 9.2A-E, 9.3A-D, 9.4A-G, 9.5A-B, 9.6A, 9.6D, 9.7A-D, 9.7I-J, 9.8A, 9.8C, 9.9A-B, 9.10A, 9.10C, 9.13A-E, 9.14A-D, 9.15A-E, 9.16A-F, 9.17A-D, 9.18A-B, 9.19A, 9.20A, 9.20D-F, 9.21A-E

3 The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations.

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10.6B rely on context to determine meanings of words and phrases such as figurative language, idioms, multiple meaning words, and technical vocabulary


determine precise meaning and usage 10.7F produce summaries of texts by identifying main ideas and their supporting details 10.8B read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches,

memoranda, electronic texts, and other media 10.10B use elements of text to defend his/her own responses and interpretations and10.11A compare and contrast aspects of texts such as themes, conflicts, and allusions 10.11B analyze relevance of setting and time frame to text’s meaning 10.11C describe the development of plot and identify conflicts and how they are addressed and resolved

10.11D analyze the melodies of literary language, including its use of evocative words and rhythms10.11E connect literature to historical contexts, current events, and his/her own experiences10.11F understand literary forms and terms such as author, drama, biography, autobiography, myth, tall

tale, dialogue, tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

10.6F discriminate between connotative and denotative meanings and interpret the connotative power of words and

10.6G read and understand analogies.10.7E analyze text structures such as compare and contrast, cause and effect, and chronological order for

how they influence understanding 10.7G draw inferences such as conclusions, generalizations, and predictions and support them with text

evidence and experience 10.8D interpret the possible influences of the historical context on literary works10.10B use elements of text to defend his/her own responses and interpretations and10.12A analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and

word choice 10.12B evaluate the credibility of information sources, including how the writer’s motivation may affect that

credibility and




Grade 10 ELA

13

TAKS Objective Student Expectation10.12C recognize logical, deceptive, and/or faulty modes of persuasion in texts.10.19B analyze relationships, ideas, and cultures as represented in various media and10.19C distinguish the purposes of various media forms such as informative texts, entertaining texts, and


logical fallacies, and symbols 10.1B write in a voice and style appropriate to audience and purpose10.1C organize ideas in writing to ensure coherence, logical progression, and support for ideas10.2B develop drafts both alone and collaboratively by organizing and reorganizing content and by refining

style to suit occasion, audience, and purpose10.2C proofread writing for appropriateness of organization, content, style, and conventions10.5A evaluate writing for both mechanics and content10.2C proofread writing for appropriateness of organization, content, style, and conventions10.3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation

and capitalization such as italics and ellipses 10.3B demonstrate control over grammatical elements such as subject-verb agreement, pronoun-

antecedent agreement, verb forms, and parallelism 10.3C compose increasingly more involved sentences that contain gerunds, participles, and infinitives in

their various functions 10.5A evaluate writing for both mechanics and content 10.2C proofread writing for appropriateness of organization, content, style, and conventions 10.3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation



their various functions 10.3D produce error-free writing in the final draft 10.5A evaluate writing for both mechanics and content

6 The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.

TEKS not included on grade level TAKS10.1A, 10.2A, 10.2D-E, 10.4A-G, 10.5B, 10.6A, 10.6D, 10.7A-D, 10.7H-I, 10.8A, 10.8C, 10.9A-B, 10.10A, 10.10C, 10.13A-E, 10.14A-B, 10.15A-E, 10.16A-F, 10.17A-F, 10.18A-C, 10.19A, 10.20A, 10.20D-F, 10.21A-E


5 The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure.

14


11.6B rely on context to determine meanings of words and phrases such as figurative language, connotation and denotation of words, analogies, idioms, and technical vocabulary


determine precise meaning and usage 11.7F produce summaries of texts by identifying main ideas and their supporting details 11.8B read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches,

memoranda, electronic texts, and other media 11.8C read American and other world literature, including classic and contemporary works and11.10B use elements of text to defend, clarify, and negotiate responses and interpretations and11.11A compare and contrast aspects of texts such as themes, conflicts, and allusions both within and

across texts 11.11B analyze relevance of setting and time frame to text’s meaning 11.11C describe the development of plot and identify conflicts and how they are addressed and resolved

11.11D analyze the melodies of literary language, including its use of evocative words and rhythms11.11E connect literature to historical contexts, current events, and his/her own experiences and11.11F understand literary forms and terms such as author, drama, biography, myth, tall tale, dialogue,

tragedy and comedy, structure in poetry, epic, ballad, protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read.

11.6F discriminate between connotative and denotative meanings and interpret the connotative power of words and

11.6G read and understand analogies.11.7E analyze text structures such as compare/contrast, cause/effect, and chronological order for how

they influence understanding 11.7G draw inferences such as conclusions, generalizations, and predictions and support them with text

evidence and experience 11.8D interpret the possible influences of the historical context on literary works11.10B use elements of text to defend, clarify, and negotiate responses and interpretations and11.12A analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and

word choice

Grade 11 ELA




15

TAKS Objective Student Expectation11.12B evaluate the credibility of information sources, including how the writer’s motivation may affect that

credibility and11.12C recognize logical, deceptive, and/or faulty modes of persuasion in texts.11.19B analyze relationships, ideas, and cultures as represented in various media and11.19C distinguish the purposes of various media forms such as informative texts, entertaining texts, and


logical fallacies, and symbols 11.1B write in a voice and style appropriate to audience and purpose and11.1C organize ideas in writing to ensure coherence, logical progression, and support for ideas.11.2B develop drafts both alone and collaboratively by organizing and reorganizing content and by refining

style to suit occasion, audience, and purpose 11.2C proofread writing for appropriateness of organization, content, style, and conventions 11.5A evaluate writing for both mechanics and content and11.2C proofread writing for appropriateness of organization, content, style, and conventions 11.3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation



their various functions 11.5A evaluate writing for both mechanics and content and11.2C proofread writing for appropriateness of organization, content, style, and conventions 11.3A produce legible work that shows accurate spelling and correct use of the conventions of punctuation



their various functions 11.3D produce error-free writing in the final draft 11.5A evaluate writing for both mechanics and content and

TEKS not included on grade level TAKS11.1A, 11.2A, 11.2D-E, 11.3E, 11.4A-G, 11.5B, 11.6A, 11.6D, 11.7A-D, 11.7H-I, 11.8A, 11.9A-B, 11.10A, 11.10C, 11.13A-E, 11.14A-E, 11.15A-F, 11.16A-D, 11.17A-F, 11.18A-C, 11.19A, 11.20A, 11.20D-F, 11.21A-E

5 The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar, usage, and sentence structure.

6 The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.


16


3.1A use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999.

3.1B use place value to compare and order whole numbers through 9,999.3.1C determine the value of a collection of coins and bills.3.2B compare fractional parts of whole objects or sets of objects in a problem situation using concrete

models.3.2C use fraction names and symbols to describe fractional parts of whole objects or sets of objects with

denominators of 12 or less.3.3A model addition and subtraction using pictures, words, and numbers.3.3B select addition or subtraction and use the operation to solve problems involving whole numbers

through 999.3.4B solve and record multiplication problems (one-digit multiplier).3.4C use models to solve division problems and use number sentences to record the solutions.3.5A round two-digit numbers to the nearest ten and three-digit numbers to the nearest hundred.3.5B estimate sums and differences beyond basic facts.3.6A identify and extend whole-number and geometric patterns to make predictions and solve problems.

3.6B identify patterns in multiplication facts using concrete objects, pictorial models, or technology.

3.6C identify patterns in related multiplication and division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6 ÷ 2 = 3, 6 ÷ 3 = 2.

3.7A generate a table of paired numbers based on a real-life situation such as insects and legs.3.7B identify patterns in a table of related number pairs based on a real-life situation and extend the table.

3.8A name, describe, and compare shapes and solids using formal geometric vocabulary.3.9A identify congruent shapes.3.9C identify lines of symmetry in shapes.3.10A locate and name points on a line using whole numbers and fractions such as halves.

Grade 3 Mathematics

2 The student will demonstrate an understanding of patterns, relationships and algebraic reasoning.

3 The student will demonstrate an understanding of geometry and spatial reasoning.

Mathematics

1 The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.

17

TAKS Objective Student Expectation3.11A estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter,

and meter.3.11B use linear measure to find the perimeter of a shape.3.11C use concrete models of square units to determine the area of shapes.3.12A tell and write time shown on traditional and digital clocks.3.12B use a thermometer to measure temperature.3.13A measure to solve problems involving length, area, temperature, and time.3.14A collect, organize, record, and display data in pictographs and bar graphs where each picture or cell

might represent more than one piece of data.3.14B interpret information from pictographs and bar graphs.3.14C use data to describe events as more likely, less likely, or equally likely.3.15A identify the mathematics in everyday situations.3.15B use a problem-solving model that incorporates understanding the problem, making a plan, carrying

out the plan, and evaluating the solution for reasonableness.3.15C select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a

pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

3.16B relate informal language to mathematical language and symbols.3.17A make generalizations from patterns or sets of examples and nonexamples.

6 The student will demonstrate an understanding of the mathematical processes and tools used in problem solving.

TEKS not included on grade level TAKS 3.2A, 3.2D, 3.4A, 3.9B, 3.15D, 3.16A, 3.17B

4 The student will demonstrate an understanding of the concepts and uses of measurement.

5 The student will demonstrate an understanding of probability and statistics.

18


4.1A use place value to read, write, compare, and order whole numbers through the millions place.4.2A generate equivalent fractions using concrete and pictorial models.4.2B model fraction quantities greater than one using concrete materials and pictures.4.2C compare and order fractions using concrete and pictorial models.4.2D relate decimals to fractions that name tenths and hundredths using models.4.3A use addition and subtraction to solve problems involving whole numbers.4.3B add and subtract decimals to the hundredths place using concrete and pictorial models.4.4A model factors and products using arrays and area models.4.4B represent multiplication and division situations in picture, word, and number form.4.4C recall and apply multiplication facts through 12 x 12.4.4D use multiplication to solve problems involving two-digit numbers.4.4E use division to solve problems involving one-digit divisors.4.5A round whole numbers to the nearest ten, hundred, or thousand to approximate reasonable results in

problem situations.4.5B estimate a product or quotient beyond basic facts.4.6B solve division problems related to multiplication facts (fact families) such as 9 x 9 = 81 and 81 ÷ 9 =

9.4.6C use patterns to multiply by 10 and 100.

4.7A describe the relationship between two sets of related data such as ordered pairs in a table.

4.8A identify right, acute, and obtuse angles.4.8B identify models of parallel and perpendicular lines.4.8C describe shapes and solids in terms of vertices, edges, and faces.4.9B use translations, reflections, and rotations to verify that two shapes are congruent.4.9C use reflections to verify that a shape has symmetry.4.10A locate and name points on a number line using whole numbers, fractions such as halves and

fourths, and decimals such as tenths.4.11A estimate and measure weight using standard units including ounces, pounds, grams, and kilograms.

4.11B estimate and measure capacity using standard units including milliliters, liters, cups, pints, quarts, and gallons.

4.12A measure to solve problems involving length, including perimeter, time, temperature, and area.

Grade 4 Mathematics




2 The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning.

19

TAKS Objective Student Expectation4.13A list all possible outcomes of a probability experiment such as tossing a coin.4.13B use a pair of numbers to compare favorable outcomes to all possible outcomes such as four heads

out of six tosses of a coin.4.13C interpret bar graphs.4.14A identify the mathematics in everyday situations.4.14B use a problem-solving model that incorporates understanding the problem, making a plan, carrying

out the plan, and evaluating the solution for reasonableness.4.14C Select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a



TEKS not included on grade level TAKS 4.1B, 4.6A, 4.9A, 4.14D, 4.15A, 4.16B



20


5.1A use place value to read, write, compare, and order whole numbers through the billions place.5.1B use place value to read, write, compare, and order decimals through the thousandths place.5.2A generate equivalent fractions5.2B compare two fractional quantities in problem-solving situations using a variety of methods, including

common denominators.5.2C use models to relate decimals to fractions that name tenths, hundredths, and thousandths.5.3A use addition and subtraction to solve problems involving whole numbers and decimals.5.3B use multiplication to solve problems involving whole numbers (no more than three digits times two

digits without technology).5.3C use division to solve problems involving whole numbers (no more than two-digit divisors and three-

digit dividends without technology).5.3D identify prime factors of a whole number and common factors of a set of whole numbers.5.3E model and record addition and subtraction of fractions with like denominators in problem-solving

situations.5.4A round whole numbers and decimals through tenths to approximate reasonable results in problem

situations.5.4B estimate to solve problems where exact answers are not required.5.5A use concrete objects or pictures to make generalizations about determining all possible

combinations.5.5B use lists, tables, charts, and diagrams to find patterns and make generalizations such as a

procedure for determining equivalent fractions.5.5C identify prime and composite numbers using concrete models and patterns in factor pairs.5.6A select from and use diagrams and number sentences to represent real-life situations.5.7A identify critical attributes including parallel, perpendicular, and congruent parts of geometric shapes

and solids.5.7B use critical attributes to define geometric shapes or solids.5.8A sketch the results of translations, rotations, and reflections.5.8B describe the transformation that generates one figure from the other when given two congruent

figures.5.9A locate and name points on a coordinate grid using ordered pairs of whole numbers.

Grade 5 Mathematics




21

TAKS Objective Student Expectation5.10A measure volume using concrete models of cubic units.5.11A measure to solve problems involving length (including perimeter), weight, capacity, time,

temperature, and area.5.11B describe numerical relationships between units of measure within the same measurement system

such as an inch is one-twelfth of a foot.5.12A use fractions to describe the results of an experiment.5.12B use experimental results to make predictions.5.13A use tables of related number pairs to make line graphs.5.13B describe characteristics of data presented in tables and graphs including the shape and spread of

the data and the middle number.5.13C graph a given set of data using an appropriate graphical representation such as a picture or line.

5.14A identify the mathematics in everyday situations.5.14B use a problem-solving model that incorporates understanding the problem, making a plan, carrying

out the plan, and evaluating the solution for reasonableness.5.14C select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a




TEKS not included on grade level TAKS 5.10B, 5.14D, 5.15A, 5.16.B



22


6.1A compare and order non-negative rational numbers.6.1B generate equivalent forms of rational numbers including whole numbers, fractions, and decimals.

6.1C use integers to represent real-life situations.6.1D write prime factorizations using exponents.6.1E identify factors and multiples including common factors and common multiples.6.2A model addition and subtraction situations involving fractions with objects, pictures, words, and

numbers.6.2B use addition and subtraction to solve problems involving fractions and decimals.6.2C use multiplication and division of whole numbers to solve problems including situations involving

equivalent ratios and rates.6.2D estimate and round to approximate reasonable results and to solve problems where exact answers

are not required.6.3A use ratios to describe proportional situations.6.3B represent ratios and percents with concrete models, fractions, and decimals.6.3C use ratios to make predictions in proportional situations.6.4A use tables and symbols to represent and describe proportional and other relationships involving

conversions, sequences, perimeter, area, etc.6.4B generate formulas to represent relationships involving perimeter, area, volume of rectangular prism,

etc, from a table of data.6.5A formulate an equation from a problem situation.6.6A use angle measurements to classify angles as acute, obtuse, or right. 6.6B identify relationships involving angles in triangles and quadrilaterals. 6.6C describe the relationship between radius, diameter, and circumference of a circle. 6.7A locate and name points on a coordinate plane using ordered pairs of integers.6.8A estimate measurements and evaluate reasonableness of results.6.8B select and use appropriate units, tools, or formulas to measure and to solve problems involving

length (including perimeter and circumference), area, time, temperature, capacity, and weight.

6.8C measure angles6.8D convert measures within the same measurement system (customary and metric) based on

relationships between units.

Grade 6 Mathematics





23

TAKS Objective Student Expectation6.9A construct sample spaces using lists, tree diagrams, and combinations.6.9B find the probabilities of a simple event and its complement and describe the relationship between

the two. 6.10A draw and compare different graphic representations of the same data.6.10B use median, mode, and range to describe data.6.10C sketch circle graphs to display data.6.10D solve problems by collecting, organizing, displaying, and interpreting data.6.11A identify and apply mathematics to everyday experiences, to activities in and outside of school, with

other disciplines, and with other mathematical topics.6.11B use a problem-solving model that incorporates understanding the problem, making a plan, carrying

out the plan, and evaluating the solution for reasonableness.6.11C select or develop an appropriate problem-solving strategy from a variety of different types, including

drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

6.12A communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.

6.13A make conjectures from patterns or sets of examples and nonexamples.6.13B validate his/her conclusions using mathematical properties and relationships.

TEKS not included on grade level TAKS 6.11D, 6.12B



24


7.1A compare and order integers and positive rational numbers.7.1B convert between fractions, decimals, whole numbers, and percents mentally, on paper or with a

calculator.7.1C represent squares and square roots using geometric models.7.2A represent multiplication and division situations involving fractions and decimals with concrete

models, pictures, words, and numbers.7.2B use addition, subtraction, multiplication, and division to solve problems involving fractions and

decimals.7.2C use models to add, subtract, multiply, and divide integers and connect the actions to algorithms.

7.2D use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio.

7.2E simplify numerical expressions involving order of operations and exponents.7.2F select and use appropriate operations to solve problems and justify the selections.7.2G determine the reasonableness of a solution to a problem.7.3A estimate and find solutions to application problems involving percent.7.3B estimate and find solutions to application problems involving proportional relationships such as

similarity, scaling, unit costs, and related measurement units.7.4A generate formulas involving conversions, perimeter, area, circumference, volume, and scaling.7.4B graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area,

circumference, volume, and scaling.7.4C describe the relationship between the terms in a sequence and their positions in the sequence

7.5A use concrete models to solve equations and use symbols to record actions.7.5B formulate a possible problem situation when given a simple equation.7.6A use angle measurements to classify pairs of angles as complementary or supplementary. 7.6B use properties to classify shapes, including triangles, quadrilaterals, pentagons, and circles.7.6C use properties to classify solids, including pyramids, cones, prisms, and cylinders.7.6D use critical attributes to define similarity.7.7A locate and name points on a coordinate plane using ordered pairs of integers.7.7B graph translations on a coordinate plane.7.8A sketch a solid when given the top, side, and front views.7.8B make a net (two-dimensional model) of the surface area of a solid.7.8C use geometric concepts and properties to solve problems in fields such as art and architecture.

Grade 7 Mathematics



1 The student will demonstrate an understanding of number, operation, and quantitative reasoning.

25

TAKS Objective Student Expectation4 The student will demonstrate an

understanding of the concepts and uses of measurement.

7.9A estimate measurements and solve application problems involving length (including perimeter and circumference), area, volume.

7.10A construct sample spaces for compound events (dependent and independent).7.11A select and use an appropriate representation for presenting collected data and justify the selection.

7.11B make inferences and convincing arguments based on an analysis of given or collected data.7.12A describe a set of data using mean, median, mode and range.7.12B choose among mean, median, mode, or range to describe a set of data and justify the choice for a

particular situation.7.13A Identify and apply mathematics to everyday experiences, to activities in and outside of school, with






TEKS not included on grade level TAKS 7.10B, 7.13D, 7.14B



26


8.1A compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals.

8.1B select and use appropriate forms of rational numbers to solve real-life problems including those involving proportional relationships.

8.1C approximate mentally and with calculators the value of irrational numbers as they arise from problem situations (pi, square root of 2).

8.1D express numbers in scientific notation, including negative exponents, in appropriate problem situations using a calculator.

8.2A select and use appropriate operations to solve problems and justify the selections.8.2B add, subtract, multiply, and divide rational numbers in problem situations.8.2C evaluate a solution for reasonableness.8.2D use multiplication by a constant factor (unit rate) to represent proportional relationships; for

example, the arm span of a gibbon is about 1.4 times its height, a = 1.4h.8.3A compare and contrast proportional and non-proportional relationships.8.3B estimate and find solutions to application problems involving percents and proportional relationships

such as similarity and rates.8.4A generate a different representation given one representation of data such as a table, graph,

equation, or verbal description.8.5A estimate, find, and justify solutions to application problems using appropriate tables, graphs, and

algebraic equations.8.5B use an algebraic expression to find any term in a sequence.8.6A generate similar shapes using dilations including enlargements and reductions.8.6B graph dilations, reflections, and translations on a coordinate plane.8.7A draw solids from different perspectives. 8.7B use geometric concepts and properties to solve problems in fields such as art and architecture.

8.7C use pictures or models to demonstrate the Pythagorean Theorem.8.7D locate and name points on a coordinate plane using ordered pairs of rational numbers.

Grade 8 Mathematics



1 The student will demonstrate an understanding of number, operation, and quantitative reasoning.

27

TAKS Objective Student Expectation8.8A find surface area of prisms and cylinders using concrete models and nets (two-dimensional

models).8.8C estimate answers and use formulas to solve application problems involving surface area and

volume.8.9A use the Pythagorean Theorem to solve real-life problems.8.9B use proportional relationships in similar shapes to find missing measurements. 8.10A describe the resulting effects on perimeter and area when dimensions of a shape are changed

proportionally.8.10B describe the resulting effect on volume when dimensions of a solid are changed proportionally.

8.11A find the probabilities of compound events (dependent and independent).8.11B use theoretical probabilities and experimental results to make predictions and decisions.8.12A select the appropriate measure of central tendency to describe a set of data for a particular

purpose.8.12B draw conclusions and make predictions by analyzing trends in scatter plots.8.12C construct circle graphs, bar graphs, and histograms [with and] without technology.8.13A evaluate methods of sampling to determine validity of an inference made from a set of data.8.13B recognize misuses of graphical or numerical information and evaluate predictions and conclusions

based on data analysis.8.14A identify and apply mathematics to everyday experiences, to activities in and outside of school, with






Special Note 8.8B appears on the 9th and 10th grade math tests8.8B, 8.11C, 8.14D, 8.15B


5



The student will demonstrate an understanding of probability and statistics.

28


A.b1A The student describes independent and dependent quantities in functional relationships.A.b1B The student gathers and records data, or uses data sets, to determine functional (systematic)

relationships between quantities.A.b1C The student describes functional relationships for given problem situations and writes equations or

inequalities to answer questions arising from the situations.A.b1D The student represents relationships among quantities using concrete models, tables, graphs,

diagrams, verbal descriptions, equations, and inequalities.A.b1E The student interprets and makes inferences from functional relationships.A.b2A The student identifies [and sketches] the general forms of

linear (y = x) and quadratic (y = x²) parent functions.A.b2B For a variety of situations, the student identifies the mathematical domains and ranges and

determines reasonable domain and range values for given situations. A.b2C The student interprets situations in terms of given graphs or creates situations that fit given graphs.

A.b2D In solving problems, the student collects and organizes data, makes and interprets scatter plots, and models, predicts, and makes decisions and critical judgments.

A.b3A The student uses symbols to represent unknowns and variables.A.b3B Given situations, the student looks for patterns and represents generalizations algebraically.A.b4A The student finds specific function values, simplifies polynomial expressions, transforms and solves

equations, and factors as necessary in problem situations.A.b4B The student uses the commutative, associative, and distributive properties to simplify algebraic

expressions.A.c1A The student determines whether or not given situations can be represented by linear functions.

A.c1C The student translates among and uses algebraic, tabular, graphical, or verbal descriptions of linear functions.

A.c2A The student develops the concept of slope as rate of change and determines slopes from graphs, tables, and algebraic representations.

A.c2B The student interprets the meaning of the slope and intercepts in situations using data, symbolic representations, or graphs.

A.c2C The student investigates, describes, and predicts the effects of changes in m and b on the graph of y = mx + b.

Grade 9 Mathematics

2 The student will demonstrate an understanding of the properties and attributes of functions.

3 The student will demonstrate an understanding of linear functions.

1 The student will describe functional relationships in a variety of ways.

29

TAKS Objective Student ExpectationA.c2D The student graphs and writes equations of lines given characteristics such as two points, a point

and a slope, or a slope and y-intercept.A.c2E The student determines the intercepts of linear functions from graphs, tables, and algebraic

representations.A.c2F The student interprets and predicts the effects of changing slope and y-intercept in applied

situations.A.c2G The student relates direct variation to linear functions and solves problems involving proportional

change.A.c3A The student analyzes situations involving linear functions and formulates linear equations or

inequalities to solve problems.A.c3B The student investigates methods for solving linear equations and inequalities using concrete

models, graphs, and the properties of equality, selects a method, and solves the equations and inequalities.

A.c3C For given contexts, the student interprets and determines the reasonableness of solutions to linear equations and inequalities.

A.c4A The student analyzes situations and formulates systems of linear equations to solve problems.

A.d1C The student investigates, describes, and predicts the effects of changes in c on the graph of y = x² + c.

A.d3A The student uses [patterns to generate] the laws of exponents and applies them in problem-solving situations.

8.6A Generate similar shapes using dilations including enlargements and reductions.8.6B Graph dilations, reflections, and translations on a coordinate plane.8.7D Locate and name points on a coordinate plane using ordered pairs of rational numbers.8.7A Draw solids from different perspectives. 8.7B Use geometric concepts and properties to solve problems in fields such as art and architecture.

8.7C Use pictures or models to demonstrate the Pythagorean Theorem.8.8A Find surface area of prisms and cylinders using concrete models and nets (two-dimensional

models).8.8B Connect models to formulas for volume of prisms, cylinders, pyramids, and cones.8.8C Estimate answers and use formulas to solve application problems involving surface area and

volume.8.9A Use the Pythagorean Theorem to solve real-life problems.8.9B Use proportional relationships in similar shapes to find missing measurements. 8.10A Describe the resulting effects on perimeter and area when dimensions of a shape are changed

proportionally.8.10B Describe the resulting effect on volume when dimensions of a solid are changed proportionally.

8 The student will demonstrate an understanding of concepts and uses of measurement and similarity.

6 The student will demonstrate an understanding of geometric relationships and spatial reasoning.

7 The student will demonstrate an understanding of two- and three-dimensional representations of geometric relationships and shapes.

4 The student will formulate and use linear equations and inequalities.

5 The student will demonstrate an understanding of quadratic and other nonlinear functions.

30

TAKS Objective Student Expectation8.1B Select and use appropriate forms of rational numbers to solve real-life problems including those

involving proportional relationships.8.3B Estimate and find solutions to application problems involving percents and proportional relationships

such as similarity and rates.8.11A Find the probabilities of compound events (dependent and independent).8.11B Use theoretical probabilities and experimental results to make predictions and decisions.8.12A Select the appropriate measure of central tendency to describe a set of data for a particular

purpose.8.12C Construct circle graphs, bar graphs, and histograms with and without technology.8.13B Recognize misuses of graphical or numerical information and evaluate predictions and conclusions

based on data analysis.8.14A Identify and apply mathematics to everyday experiences, to activities in and outside of school, with

other disciplines, and with other mathematical topics.8.14B Use a problem-solving model that incorporates understanding the problem, making a plan, carrying

out the plan, and evaluating the solution for reasonableness.8.14C Select or develop an appropriate problem-solving strategy from a variety of different types, including


8.15A Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.

8.16A Make conjectures from patterns or sets of examples and nonexamples.8.16B Validate his/her conclusions using mathematical properties and relationships.


TEKS not included on grade level TAKS A.c1B, A.c4B-C, A.d1A-B, A.d1D, A.d2A-B, A.d3B-C

9 The student will demonstrate an understanding of percents, proportional relationships, probability, and statistics in application problems.

31


A.b1A The student describes independent and dependent quantities in functional relationships.A.b1B The student [gathers and records data, or] uses data sets, to determine functional (systematic)



diagrams, verbal descriptions, equations, and inequalities.A.b1E The student interprets and makes inferences from functional relationships.A.b2A The student identifies and sketches the general forms of linear (y = x) and quadratic (y = x²)

parent functions.A.b2B For a variety of situations, the student identifies the mathematical domains and ranges and










Grade 10 Mathematics




32










A.c4B The student solves systems of linear equations using concrete models, graphs, tables, and algebraic methods.

A.c4C For given contexts, the student interprets and determines the reasonableness of solutions to systems of linear equations.

A.d1B The student investigates, describes, and predicts the effects of changes in a on the graph y=ax²


A.d1D For problem situations, the student analyzes graphs of quadratic functions and draws conclusions.

A.d2A The student solves quadratic equations using concrete models, tables, graphs, and algebraic methods.

A.d2B The student relates the solutions of quadratic equations to the roots of their functions.A.d3A The student uses patterns to generate the laws of exponents and applies them in problem-solving

situations.8.6A Generate similar shapes using dilations including enlargements and reductions.8.6B Graph dilations, reflections, and translations on a coordinate plane.8.7D Locate and name points on a coordinate plane using ordered pairs of rational numbers.8.7A Draw solids from different perspectives.

8.7B Use geometric concepts and properties to solve problems in fields such as art and architecture.

8.7C Use pictures or models to demonstrate the Pythagorean Theorem.





33

TAKS Objective Student Expectation8.8A Find surface area of prisms and cylinders using concrete models and nets (two-dimensional

models).8.8B Connect models to formulas for volume of prisms, cylinders, pyramids, and cones.8.8C Estimate answers and use formulas to solve application problems involving surface area and

volume.8.9A Use the Pythagorean Theorem to solve real-life problems.8.9B Use proportional relationships in similar shapes to find missing measurements. 8.10A Describe the resulting effects on perimeter and area when dimensions of a shape are changed

proportionally.8.10B Describe the resulting effect on volume when dimensions of a solid are changed proportionally.

8.3B Estimate and find solutions to application problems involving percents and proportional relationships such as similarity and rates.

8.11A Find the probabilities of compound events (dependent and independent).8.11B Use theoretical probabilities and experimental results to make predictions and decisions.8.12A Select the appropriate measure of central tendency to describe a set of data for a particular












A.c.1B, A.d1A, A.d3B-C

34


A.b1A The student describes independent and dependent quantities in functional relationships.A.b1B The student gathers and records data, or uses data sets, to determine functional (systematic)



diagrams, verbal descriptions, equations, and inequalities.A.b1E The student interprets and makes inferences from functional relationships.A.b2A The student identifies and sketches the general forms of linear (y = x) and quadratic (y = x²)

parent functions.A.b2B For a variety of situations, the student identifies the mathematical domains and ranges and










Grade 11 Mathematics




35










A.c4B The student solves systems of linear equations using concrete models, graphs, tables, and algebraic methods.

A.c4C For given contexts, the student interprets and determines the reasonableness of solutions to systems of linear equations.

A.d1B The student investigates, describes, and predicts the effects of changes in a on the graph y=ax²


A.d1D For problem situations, the student analyzes graphs of quadratic functions and draws conclusions.

A.d2A The student solves quadratic equations using concrete models, tables, graphs, and algebraic methods.

A.d2B The student relates the solutions of quadratic equations to the roots of their functions.A.d3A The student uses patterns to generate the laws of exponents and applies them in problem-solving

situations.



36

TAKS Objective Student ExpectationG.b4A The student selects an appropriate representation (concrete, pictorial, graphical, verbal, or

symbolic) in order to solve problems.G.c1A The student uses numeric and geometric patterns to make generalizations about geometric

properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles.

G.c2A The student uses properties of transformations and their compositions to make connections between mathematics and the real world in applications such as tessellations or fractals.

G.c3A The student identifies and applies patterns from right triangles to solve problems, including special right triangles (45-45-90 and 30-60-90) and triangles whose sides are Pythagorean triples.

G.e3A The student uses congruence transformations to make conjectures and justify properties of geometric figures.

G.d1B The student uses nets to represent and construct three-dimensional objects.G.d1C The student uses top, front, side, and corner views of three-dimensional objects to create accurate

and complete representations and solve problems.G.d2A The student uses one- and two-dimensional coordinate systems to represent points, lines, line

segments, and figures.G.d2B The student uses slopes and equations of lines to investigate geometric relationships, including

parallel lines, perpendicular lines, and [special segments of] triangles and other polygons.

G.d2C The student develops and uses formulas including distance and midpoint.G.e2D The student analyzes the characteristics of three-dimensional figures and their component parts.

G.e1A The student finds areas of regular polygons and composite figures.G.e1B The student finds areas of sectors and arc lengths of circles using proportional reasoning.G.e1C The student develops, extends, and uses the Pythagorean Theorem. G.e1D The student finds surface areas and volumes of prisms, pyramids, spheres, cones, and cylinders in

problem situations.G.f1A The student uses similarity properties and transformations to explore and justify conjectures about

geometric figures.G.f1B The student uses ratios to solve problems involving similar figures.G.f1C In a variety of ways, the student develops, applies, and justifies triangle similarity relationships, such

as right triangle ratios, trigonometric ratios, and Pythagorean triples. G.f1D The student describes the effect on perimeter, area, and volume when length, width, or height of a

three dimensional solid is changed and applies this idea in solving problems.




37

TAKS Objective Student Expectation8.3B Estimate and find solutions to application problems involving percents and proportional relationships

such as similarity and rates.8.11A Find the probabilities of compound events (dependent and independent).8.11B Use theoretical probabilities and experimental results to make predictions and decisions.8.12A Select the appropriate measure of central tendency to describe a set of data for a particular











G.b1A-C, G.b2A-B, G.b3A-E, G.d1A, G.e2A-C, G.e3B

38


3.1A, 4.1A, 5.1A

demonstrate safe practices during field and laboratory investigations; and

5.2A plan and implement descriptive and simple experimental investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology;

5.2B collect information by observing and measuring;5.2C analyze and interpret information to construct reasonable explanations from direct and indirect

evidence;5.2D communicate valid conclusions; and5.2E construct simple graphs, tables, maps, and charts using tools including computers to organize,

examine, and evaluate information.3.3A, 4.3A, 5.3A

analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

3.3B, 4.3B, 5.3B

draw inferences based on information related to promotional materials for products and services;

3.3C, 4.3C, 5.3C

represent the natural world using models and identify their limitations;

5.4A collect and analyze information using tools including calculators, microscopes, cameras, sound recorders, computers, hand lenses, rulers, thermometers, compasses, balances, hot plates, meter sticks, timing devices, magnets, collecting nets, and safety goggles; and

2.9A identify the external characteristics of different kinds of plants and animals that allow their needs to be met; and

2.9B compare and give examples of the ways living organisms depend on each other and on their environments.

3.8A observe and describe the habitats of organisms within an ecosystem;3.8B observe and identify organisms with similar needs that compete with one another for resources

such as oxygen, water, food, or space;4.6A identify patterns of change such as in weather, metamorphosis, and objects in the sky;5.5A describe some cycles, structures, and processes that are found in a simple system; and5.5B describe some interactions that occur in a simple system.5.6C describe and compare life cycles of plants and animals.5.9A compare the adaptive characteristics of species that improve their ability to survive and reproduce in

an ecosystem;

ScienceGrade 5 Science

1 The student will demonstrate an understanding of the nature of science.

2 The student will demonstrate an understanding of the life sciences.

39

TAKS Objective Student Expectation5.9B analyze and describe adaptive characteristics that result in an organism's unique niche in an

ecosystem; and5.9C predict some adaptive characteristics required for survival and reproduction by an organism in an

ecosystem.5.10A identify traits that are inherited from parent to offspring in plants and animals; and5.10B give examples of learned characteristics that result from the influence of the environment.

3.6A measure and record changes in the position and direction of the motion of an object to which a force such as a push or pull has been applied; and

4.6A identify patterns of change such as in weather, metamorphosis, and objects in the sky;5.5A describe some cycles, structures, and processes that are found in a simple system; and5.5B describe some interactions that occur in a simple system.5.7A classify matter based on its physical properties including magnetism, physical state, and the ability

to conduct or insulate heat, electricity, and sound;5.7B demonstrate that some mixtures maintain the physical properties of their ingredients;5.7C identify changes that can occur in the physical properties of the ingredients of solutions such as

dissolving sugar in water; and5.7D observe and measure characteristic properties of substances that remain constant such as boiling

points and melting points.5.8A differentiate among forms of energy including light, heat, electrical, and solar energy;5.8B identify and demonstrate everyday examples of how light is reflected, such as from tinted windows,

and refracted, such as in cameras, telescopes, and eyeglasses;5.8C demonstrate that electricity can flow in a circuit and can produce heat, light, sound, and magnetic

effects; and5.8D verify that vibrating an object can produce sound3.6B identify that the surface of the Earth can be changed by forces such as earthquakes and glaciers.

3.11A identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources;

3.11C identify the planets in our solar system and their position in relation to the Sun; and3.11D describe the characteristics of the Sun.4.6A identify patterns of change such as in weather, metamorphosis, and objects in the sky;4.11A test properties of soils including texture, capacity to retain water, and ability to support life;4.11B summarize the effects of the oceans on land; and4.11C identify the Sun as the major source of energy for the Earth and understand its role in the growth of

plants, in the creation of winds, and in the water cycle5.5A describe some cycles, structures, and processes that are found in a simple system; and5.5B describe some interactions that occur in a simple system.5.6A identify events and describe changes that occur on a regular basis such as in daily, weekly, lunar,

and seasonal cycles;

3 The student will demonstrate an understanding of the physical sciences.

4 The student will demonstrate an understanding of the earth sciences.

40

TAKS Objective Student Expectation5.6B identify the significance of the water, carbon, and nitrogen cycles; and5.11A identify and observe actions that require time for changes to be measurable, including growth,

erosion, dissolving, weathering, and flow;5.11B draw conclusions about "what happened before" using data such as from tree-growth rings and

sedimentary rock sequences; and5.11C identify past events that led to the formation of the Earth's renewable, non-renewable, and

inexhaustible resources.5.12A interpret how land forms are the result of a combination of constructive and destructive forces such

as deposition of sediment and weathering;5.12C identify the physical characteristics of the Earth and compare them to the physical characteristics of

the moon; and

41


B.1A demonstrate safe practices during field and laboratory investigationsB.2A plan and implement investigative procedures including asking questions, formulating testable

hypotheses, and selecting equipment and technology. B.2B collect data and make measurements with precision.B.2C organize, analyze, evaluate, make inferences, and predict trends from dataB.2D communicate valid conclusions.IPC.1A demonstrate safe practices during field and laboratory investigations.IPC.1B make wise choices in the use and conservation of resources and the disposal or recycling of

materials. B.4B investigate and identify cellular processes including homeostasis, permeability, energy production,

transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules.

B.6A describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA

B.6C identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes.

B.6D compare genetic variations observed in plants and animals.B.8C identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals. (using

the most current classification system)B.10A interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine,

reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune

B.4C compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts.

B.4D identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria

B.7B illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

B.12B interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism.

B.12E investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.

B.13A evaluate the significance of structural and physiological adaptations of plants to their environments.

Grade 10 Science1 The student will demonstrate an

understanding of the nature of science.

2 The student will demonstrate an understanding of the organization of living systems.

3 The student will demonstrate an understanding of the interdependence of organisms and the environment.

42

TAKS Objective Student ExpectationIPC.7A investigate and identify properties of fluids including density, viscosity, and buoyancy.IPC.7E classify samples of matter from everyday life as being elements, compounds, or mixtures.IPC.8A distinguish between physical and chemical changes in matter such as oxidation, digestion, changes

in states, and stages in the rock cycleIPC.8C investigate and identify the law of conservation of mass.IPC.9A relate the structure of water to its function as the universal solvent. IPC.9D demonstrate how various factors influence solubility including temperature, pressure, and nature of

the solute and solvent.IPC.4A calculate speed, momentum, acceleration, work, and power in systems such as in the human body,

moving toys, and machines.IPC.4B investigate and describe applications of Newton's laws such as in vehicle restraints, sports activities,

geological processes, and satellite orbits.IPC.5A demonstrate wave types and their characteristics through a variety of activities such as modeling

with ropes and coils, activating tuning forks, and interpreting data on seismic waves.

IPC.6A describe the law of conservation of energy.IPC.6B investigate and demonstrate the movement of heat through solids, liquids, and gases by convection,

conduction, and radiation.IPC.6F investigate and compare series and parallel circuits.

4 The student will demonstrate an understanding of the structures and properties of matter.

5 The student will demonstrate an understanding of motion, forces, and energy.

43


B.1A demonstrate safe practices during field and laboratory investigationsB.2A plan and implement investigative procedures including asking questions, formulating testable

hypotheses, and selecting equipment and technology. B.2B collect data and make measurements with precision.B.2C organize, analyze, evaluate, make inferences, and predict trends from dataB.2D communicate valid conclusions.IPC.1A demonstrate safe practices during field and laboratory investigations.IPC.1B make wise choices in the use and conservation of resources and the disposal or recycling of

materials. B.4B investigate and identify cellular processes including homeostasis, permeability, energy production,

transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules.

B.6A describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA

B.6B explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA)

B.6C identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes.

B.8C identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals. (using the most current classification system)

B.10A interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune

B.10B compare the interrelationships of organ systems to each other and to the body as a wholeB.4C compare the structures and functions of viruses to cells and describe the role of viruses in causing

diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts.

B.4D identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria

B.7A identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology.

B.7B illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

Grade 11 Science1 The student will demonstrate an

understanding of the nature of science.

2 The student will demonstrate an understanding of the organization of living systems.

3 The student will demonstrate an understanding of the interdependence of organisms and the environment.

44

TAKS Objective Student ExpectationB.9D analyze the flow of matter and energy through different trophic levels and between organisms and

the physical environment.B.12B interpret interactions among organisms exhibiting predation, parasitism, commensalism, and

mutualism.B.12E investigate and explain the interactions in an ecosystem including food chains, food webs, and food

pyramids.B.13A evaluate the significance of structural and physiological adaptations of plants to their environments.

IPC.7A investigate and identify properties of fluids including density, viscosity, and buoyancy.IPC.7D relate the chemical behavior of an element including bonding, to its placement on the periodic table

IPC.8A distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in states, and stages in the rock cycle

IPC.8C investigate and identify the law of conservation of mass.IPC.9A relate the structure of water to its function as the universal solvent. IPC.9B relate the concentration of ions in a solution to physical and chemical properties such as pH,

electrolytic behavior, and reactivity. IPC.9D demonstrate how various factors influence solubility including temperature, pressure, and nature of

the solute and solvent.IPC.4A calculate speed, momentum, acceleration, work, and power in systems such as in the human body,

moving toys, and machines.IPC.4B investigate and describe applications of Newton's laws such as in vehicle restraints, sports activities,

geological processes, and satellite orbits.IPC.4D investigate and demonstrate mechanical advantage and efficiency of various machines such as

levers, motors, wheels and axles, pulleys, and ramps.IPC.5B demonstrate wave interactions including interference, polarization, reflection, refraction, and

resonance within various materials.IPC.6A describe the law of conservation of energy.IPC.6B investigate and demonstrate the movement of heat through solids, liquids, and gases by convection,

conduction, and radiation.IPC.6D investigate and compare economic and environmental impacts of using various energy sources

such as rechargeable or disposable batteries and solar cells.

4 The student will demonstrate an understanding of the structures and properties of matter.

5 The student will demonstrate an understanding of motion, forces, and energy.

45


8.1A identify the major eras in U.S. history through 1877 and describe their defining characteristics;

8.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

8.1C explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-18658.2B compare political, economic, and social reasons for establishment of the 13 colonies8.4A analyze causes of the American Revolution, including mercantilism and British economic policies

following the French and Indian War;8.4B explain the roles played by significant individuals during the American Revolution, including Samuel

Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;

8.4C explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris;

8.4D analyze the issues of the Philadelphia Convention of 1787, including major compromises and arguments for and against ratification

8.5C explain the origin and development of American political parties8.5D explain the causes of and issues surrounding important events of the War of 18128.5E trace the foreign policies of Presidents Washington through Monroe and explain the impact of

Washington's Farewell Address and the Monroe Doctrine;8.5F explain the impact of the election of Andrew Jackson, including the beginning of the modern

Democratic Party; and8.5G analyze federal and state Indian policies and the removal and resettlement of Cherokee Indians

during the Jacksonian era8.6A explain how the Northwest Ordinance established principles and procedures for orderly expansion

of the United States8.6B explain the political, economic, and social roots of Manifest Destiny8.6C analyze the relationship between the concept of Manifest Destiny and the westward growth of the

nation8.6D explain the major issues and events of the Mexican War and their impact on the United States

8.8A explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln

Social StudiesGrade 8 Social Studies

1 The student will demonstrate an understanding of issues and events in U. S. history.

46

TAKS Objective Student Expectation8.8B explain the issues surrounding significant events of the Civil War, including the firing on Fort

Sumter, the battles of Gettysburg and Vicksburg, the announcement of the Emancipation Proclamation, the assassination of Lincoln, and Lee's surrender at Appomattox Court House

8.8C analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address

8.6E identify areas that were acquired to form the United States8.10B pose and answer questions about geographic distributions and patterns shown on maps, graphs,

charts, models, and databases8.11A locate places and regions of importance in the United States during the 18th and 19th centuries

8.11B compare places and regions of the United States in terms of physical and human characteristics; and

8.11C analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States

8.12A analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 18th and 19th centuries;

8.5B summarize arguments regarding protective tariffs, taxation, and the banking system;8.13A identify economic differences among different regions of the United States8.13B explain reasons for the development of the plantation system, the growth of the slave trade, and the

spread of slavery; and8.14B identify the economic factors that brought about rapid industrialization and urbanization8.15A explain why a free enterprise system of economics developed in the new nation;8.24D analyze the contributions of people of various racial, ethnic, and religious groups to our national

identity; and8.24E identify the political, social, and economic contributions of women to American society.8.25A describe the historical development of the abolitionist movement; and8.25B evaluate the impact of reform movements including public education, temperance, women's rights,

prison reform, and care of the disabled8.28A explain the effects of technological and scientific innovations such as the steamboat, the cotton gin,

and the Bessemer steel process;8.28B analyze the impact of transportation systems on the growth, development, and urbanization of the

United States;8.28C analyze how technological innovations changed the way goods were manufactured and marketed,

nationally and internationally; and8.28D explain how technological innovations led to rapid industrialization8.29C identify examples of how industrialization changed life in the United States

2 The student will demonstrate an understanding of geographic influences on historical issues and events.

3 The Student will demonstrate an understanding of economic and social influences on historical issues and events.

47

TAKS Objective Student Expectation8.3A explain the reasons for the growth of representative government and institutions during the colonial

period8.3B evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and

the Virginia House of Burgesses to the growth of representative government; and8.16A identify the influence of ideas from historic documents including the Magna Carta, the English Bill of

Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government;

8.16B summarize the strengths and weaknesses of the Articles of Confederation;8.16C identify colonial grievances listed in the Declaration of Independence and explain how those

grievances were addressed in the U.S. Constitution and the Bill of Rights; and8.16D analyze how the U.S. Constitution reflects the principles of limited government, republicanism,

checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.8.17A summarize the purposes for and processes of changing the U.S. Constitution8.17B describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on

life in the United States; and8.18A analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander

Hamilton, Patrick Henry, James Madison, and George Mason; and8.18B describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis

and the Civil War8.19A summarize the issues, decisions, and significance of landmark Supreme Court cases including

Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden;8.19B evaluate the impact of selected landmark Supreme Court decisions including Dred Scott v.

Sandford on life in the United States.8.20A define and give examples of unalienable rights8.20B summarize rights guaranteed in the Bill of Rights8.22B describe the importance of free speech and press in a democratic society; and8.23B describe the contributions of significant political, social, and military leaders of the United States

such as Frederick Douglass, John Paul Jones, James Monroe, and Elizabeth Cady Stanton.

4 The student will demonstrate and understanding of political influences on historical issues and events.

48

TAKS Objective Student Expectation8.30A differentiate between, locate, and use primary and secondary sources such as computer software,

databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

8.30B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

8.30C organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;

8.30D identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;

8.30F identify bias in written, oral, and visual material;

5 The student will use critical thinking skills to analyze social studies information.

TEKS not included on grade level TAKS 8.2A, 8.3C, 8.5A, 8.9A-C, 8.10A, 8.12B-C, 8.13C, 8.14A, 8.15B, 8.17C8.20D-F, 8.21A-C, 8.22A, 8.22C, 8.23A, 8.24A-C, 8.26A-C, 8.27A-C, 8.29A-B, 8.30G-H, 8.31A-D, 8.32A-B

49

CorrelatesTAKS Objective Student Expectation

8.1C explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865

8.4B explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;

8.4C explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris; and

8.16C identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and

8.10B pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases

WG.1A analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today

WH.12B

WG.1B trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang.

WH.11B

WG.6A locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information

WH.26C

WH.12C interpret historical and contemporary maps to identify and explain geographic factors such as control of the Straits of Hormuz that have influenced people and events in the past.

WG.8B; WG.21C

WH.23A give examples of major mathematical and scientific discoveries and technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations;

WG.19A; WG.20A

Social StudiesGrade 10 Social Studies

1 The student will demonstrate an understanding of issues and events in U. S. history.


50

CorrelatesTAKS Objective Student ExpectationWG.5B analyze political, economic, social, and demographic data to determine the level of

development and standard of living in nations.WH.14C

WG.10C compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market-oriented agriculture or cottage industries versus commercial industries.

WH.14C

WG.18A describe the impact of general processes such as migration, war, trade, independent inventions, and diffusion of ideas and motivations cause cultural change;

WH.1B

8.3A explain the reasons for the growth of representative government and institutions during the colonial period

8.16A identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government;

8.16D analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

8.17B describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States; and

8.18B describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis and the Civil War

8.20A define and give examples of unalienable rights8.20B summarize rights guaranteed in the Bill of Rights8.22B describe the importance of free speech and press in a democratic society; and



51

CorrelatesTAKS Objective Student Expectation8.30A differentiate between, locate, and use primary and secondary sources such as

computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;

8.30D identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants;

8.30F identify bias in written, oral, and visual material;WG.8B compare ways that humans depend on, adapt to, and modify the physical

environment using local, state, national, and international human activities in a variety of cultural and technological contexts;

WH.12B; WH.12C

WG.21C construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change;

WH.11B; WH.12C; WH.26C

WH.25C analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

WG.21A

WH.26C interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps; and

WG.6A; WG.21C


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CorrelatesTAKS Objective Student Expectation

8.1C explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865

8.4B explain the roles played by significant individuals during the American Revolution, including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;

8.4C explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris; and

8.16C identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; and

US.1A identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

US.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

US.1C explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.

US.3A explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power;

US.3B identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare;

US.3D analyze major issues raised by U.S. involvement in World War I, Wilson's Fourteen Points, and the Treaty of Versailles.

US.5A analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women; and

US.5B analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.

US.6A identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor;

Grade 11 Social Studies1 The student will demonstrate an

understanding of issues and events in U. S. history.

53

CorrelatesTAKS Objective Student ExpectationUS.6B analyze major issues and events of World War II such as fighting the war on

multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of Normandy, and the development of and Harry Truman's decision to use the atomic bomb;

US.6C explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall, and George Patton;

US.6D describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, and the Berlin airlift;

US.6E analyze the conflicts in Korea and Vietnam and describe their domestic and international effects;

US.6F describe the impact of the GI Bill, the election of 1948, McCarthyism, and Sputnik I;

US.8B pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

US.9A analyze the effects of physical and human geographic factors on major events including the building of the Panama Canal; and

US.10A analyze the effects of changing demographic patterns resulting from migration within the United States; and

US.10B analyze the effects of changing demographic patterns resulting from immigration to the United States

US.11A identify the effects of population growth and distribution and predict future effects on the physical environment; and

WG.1A analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today

WH.12B

WG.1B trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang.

WH.11B

WG.6A locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information

WH.26C

WH.23A give examples of major mathematical and scientific discoveries and technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations;

WG.19A; WG.20A


54

CorrelatesTAKS Objective Student ExpectationUS.2B analyze economic issues such as industrialization, the growth of railroads, the

growth of labor unions, farm issues, and the rise of big business; and

US.2C analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.

US.4B evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B. DuBois, and Robert LaFollette on American society; and

US.7B identify significant leaders of the civil rights movement, including Martin Luther King, Jr.;

US.13A analyze causes of economic growth and prosperity in the 1920s;US.13B analyze the causes of the Great Depression, including the decline in worldwide

trade, the stock market crash, and bank failures;US.13C analyze the effects of the Great Depression on the U.S. economy and government;

US.13E analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and Social Security continue to affect the lives of U.S. citizens.

US.14A describe the economic effects of World War II on the home front, including rationing, female employment, and the end of the Great Depression;

US.14E describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system.

US.21A explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society;

US.21D identify the political, social, and economic contributions of women to American society.

US.22A explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States;

US.22C analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.

US.23A analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States; and


55

CorrelatesTAKS Objective Student ExpectationWG.5B analyze political, economic, social, and demographic data to determine the level of

development and standard of living in nations.WH.14C

WG.10C compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market-oriented agriculture or cottage industries versus commercial industries.

WH.14C

8.3A explain the reasons for the growth of representative government and institutions during the colonial period

8.16A identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government;

8.16D analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.

8.17B describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States; and

8.18B describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis and the Civil War

8.20A define and give examples of unalienable rights8.20B summarize rights guaranteed in the Bill of Rights8.22B describe the importance of free speech and press in a democratic society; and

US.4A evaluate the impact of Progressive Era reforms including initiative, referendum, recall, and the passage of the 16th and 17th amendments;

US.7A trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments;

US.7C evaluate government efforts, including the Civil Rights Act of 1964, to achieve equality in the United States; and

US.17A analyze the effects of 20th-century landmark U.S. Supreme Court decisions such as Brown v. Board of Education, Regents of the University of California v. Bakke, and Reynolds v. Sims;

US.18B evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments; and


56

CorrelatesTAKS Objective Student ExpectationUS.24A locate and use primary and secondary sources such as computer software,

databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States

US.24B analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

US.24C explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;

US.24F identify bias in written, oral, and visual material;WG.8B compare ways that humans depend on, adapt to, and modify the physical

environment using local, state, national, and international human activities in a variety of cultural and technological contexts;

WH.12B; WH.12C

WG.21C construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change;

WH.11B; WH.12C; WH.26C

WH.26C interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps; and

WG.6A; WG.21C


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